A great way to engage students in their own learning is to set goals with them. The more comfortable students are with their scores (finding them, understanding them), the more likely they are to be invested in the process of their own education.
Work with students to set realistic, attainable goals for the year ahead. Log goals in a convenient place so you and the students can check on their progress. Give goal reminders periodically, especially when working on that skill as a class. Students should know they will be accountable for their goals throughout the year. When students test again the next season, bring their goals to the forefront once more and have them compare their scores from one testing event to the next to check for growth.
Classroom Goals
Set classroom goals using the goal data from the MAP class report. Choose a particular area of weakness for the class as your classroom goal. Identify the specific skilss targeted in that goal area, a plan of action for achieving the goal, and a timeline for accomplishing the goal.
Individual Goals
1. Using Individual Student Reports that compare testing events, have students record their scores and reflect on the following:
Look at your highest goal area. Why do you think this is one of your strengths? How can this strength help you as you work on other goals?
When you look at your scores do you notice any patterns?
Why do you think you scored higher or lower this time?
Do your scores match what you know about your abilities in specific learning areas?
How do your MAP scores compare to your subject area grades? Why do you think this is?
What is your lowest goal area?
Would this be a good goal for you this year? Why or why not?
After setting your personal goal, develop a plan of action that will help you work on your goal.
2. Have students reflect on their scores using some of the following prompts.
My MAP score in reading (or math, language, science) reflects...
This score surprise me because...
This score is on target because...
This score doesn't seem quite right because...
This score encourages me because...
Based on my MAP scores in reading (or math, language, science), I want to focus my efforts on...
I think this would be a good focus area for me because...
My goal for the next ( a certain period of time) is to grow by ( a certain number of points or in the ability master specific learning skills).
I can work toward accomplishing this goal by...
3. Determine which information from DesCartes would be useful to help students focus their studies.
4. Determine how often students will re-examine progress. What classroom assessments can also provide feedback?
Sources: The Taming Data Toolkit: Interpreting MAP Data for Teachers and Students. Revised 8/2006. Poway Unified School District. Understanding Teacher and Class Reports. Revised 7/2006. Northwest Education Association.
Setting Goals
A great way to engage students in their own learning is to set goals with them. The more comfortable students are with their scores (finding them, understanding them), the more likely they are to be invested in the process of their own education.
Work with students to set realistic, attainable goals for the year ahead. Log goals in a convenient place so you and the students can check on their progress. Give goal reminders periodically, especially when working on that skill as a class. Students should know they will be accountable for their goals throughout the year. When students test again the next season, bring their goals to the forefront once more and have them compare their scores from one testing event to the next to check for growth.
Classroom Goals
Set classroom goals using the goal data from the MAP class report. Choose a particular area of weakness for the class as your classroom goal. Identify the specific skilss targeted in that goal area, a plan of action for achieving the goal, and a timeline for accomplishing the goal.Individual Goals
1. Using Individual Student Reports that compare testing events, have students record their scores and reflect on the following:2. Have students reflect on their scores using some of the following prompts.
3. Determine which information from DesCartes would be useful to help students focus their studies.
4. Determine how often students will re-examine progress. What classroom assessments can also provide feedback?
Sources:
The Taming Data Toolkit: Interpreting MAP Data for Teachers and Students. Revised 8/2006. Poway Unified School District.
Understanding Teacher and Class Reports. Revised 7/2006. Northwest Education Association.